Research On The Character Teaching Strategy Of State-compiled Senior High School History Textbooks

Historical figures are those who clearly record and promote human development in history.The new curriculum reform requires teachers to pay attention to the “holistic”development of students,and the History Curriculum Standard for Senior High Schools also proposes to shape students' perfect personality.Historical figures play an important role in the personality education of students.The number of historical figures in state-compiled history textbooks has increased compared with the past,and the types of figures are more comprehensive and distributed in each part of the textbook.History class in senior high school is an important platform for students to understand and feel historical figures,as well as the main channel of teaching historical figures.The teaching of historical figures can stimulate students' enthusiasm and initiative in learning history,cultivate their core accomplishment and critical consciousness,and shape their perfect personality.However,in the author's actual teaching observation and investigation,the teaching of historical figures in textbooks is unsatisfactory,and the phenomenon of not paying attention to figures still exists.Therefore,how to effectively implement the figures' teaching in state-compiled senior high school history textbooks has become the key to solve the above situation.This thesis takes the historical figures in The Outline of Chinese and Foreign History(I)as the research object,and systematically studies the setting and teaching status of the figures in the state-compiled history textbooks on the basis of adopting a variety of research methods.This thesis summarizes the number and distribution of figures in the state-compiled senior high school history textbooks,expounds the related concepts and theoretical basis of historical figures,and analyzes the setting of historical figures in the textbooks from three aspects:selection characteristics,column distribution and modes of presentation.According to the questionnaire and interview survey,this thesis describes the current situation of teaching historical figures,finds out the problems and analyzes the reasons,including the lack of writing of textbook figures,the lack of professional abilities of teachers,the single classroom teaching method and the weak cognitive ability of students.Based on the above analysis and history teaching practice in senior high school,this thesis puts forward the character teaching principles of the state-compiled senior high school history textbooks,which are objectivity,comprehensiveness,vividness and representativeness.On the basis of this,the author puts forward some suggestions on the character teaching strategy of state-compiled senior high school history textbooks: integrating the content of textbooks and exploring the value of characters;flexible teaching forms,presenting a vivid image;develop extra-curricular resources and broaden learning channels;focus on character evaluation and use scientific methods.This thesis uses real teaching cases to explore the teaching strategies and applications of historical figures in the context of senior high school history textbooks,hoping to provide reference for senior high school teachers to implement the teaching of historical figures.